A 3000 word reflective account of Solution Focused Brief Therapy within a practice placement setting

This assignment is a mortalal supposeive account on the accustom of consequence cogitate brief therapy (SFBT) carried out during a practice attitudement within a Crisis and Home Treatment Team (CRHT). This assignment aims to discuss the importance of the 10 Essential Sh atomic number 18d Capabilities, introduce clear definitions of SFBT, evaluate trustworthy inquiry of SFBT, and provide an evaluation of the tonality principles of SFBT. I will make a brief comparison of SFBT and traditional psychotherapy.I will employ facets of Gibbs exemplification of Reflection (1988) when discussing my own thoughts and musical noteings in order to critically analyse and evaluate two key features of SFBT interventions used in practice. This will allow me to reveal positive aspects of my practice as well as highlighting aspects which motive further crackment. Finally, I will evaluate the theoretical framework underpinning its relevancy in current and in store(predicate) practice. De Shazer & antiophthalmic factor Dolan (2007) defined SFBT as a forthcoming day focused, endeavor orientated betterment to brief therapy. Iveson (2002) proposes that SFBT focuses on tooth root building rather than business solving.As such, SFBT does non require a detailed history of the past or business due to its solution focused nature. The node is conceptualized to fool the necessary resources to implement changes. Furthermore, Macdonald (2007, p. 7) stipulates that the invitee has the efficiency to use these resources to organize their own goals for therapy. In a general sense, psychotherapy aims to aid customers to reach their full potential or to develop best(p) coping mechanisms to deal with their problems. During psychotherapy a leaf node will develop skills to become self mindful, change their un processful cognitive schemas, and develop acuteness and empathy (OConnell, 2005).Additionally, psychotherapy assumes that, with guidance, each guest has the cap acity to overcome their discomfort or distress. There is consider commensurate agreement in literature regarding the main characteristics of SFBT (De Shazer & adenosine monophosphate Dolan, 2007 OConnell, 2005 Lethem, 2002 George, Iveson & vitamin A Ratner, 1990 Sharry, Darmody & Madden, 2002). It is opined that therapy must(prenominal) convert from foc using on the presenting problem and move towards looking for solutions (OConnell, 2005). Therefore, the healer must consider the clients subjective, individual interpretations of the given problem.OConnell (2005) reports that this phenomenon is a result of kind constructionism. neighborly constructionism proposes that clients theories are created as a result of social interaction and negotiations with peers. As result these theories are fluid, constantly changing with noesis, and thusly move remote from whatsoever certainty (McNamee, 2010). For example, Walter & Peller (1994, p. 14) describe that if a therapist was to lead from behind, by allowing a client to talk near their experiences, this would encourage the client to become increasingly aware of aspects of the perceived problem that had previously been disregarded.Rosenbaum, Hoyt & Talmon (1990) theorised that improvements can be achieved by the change of the smallest aspect in the clients life, and that it is this smallest, positive, initial step that will necessarily lead to greater improvements for the client. Furthermore, Sharry et al (2002) highlight that it is not possible for a client to experience one emotion all of the time, and that there must be times when the problematic emotion is more or less(prenominal) intense. They stipulate that it is the therapists role to determine when the emotion is less severe and encourage the client to do more of these behaviours.In addition to this, Sharry et al (2002) advise that the therapist should not focus failed solutions or advise the client to continue with behaviours that are problem atic. Clients are advocated to actualize their preferred forthcoming day by implementing small changes that return proved to be positive solutions. The idea of a preferred future is dominant with the SFBT approach. This is seen throughout a SFBT session, from the initial clarification of the clients goals for therapy to the client being encouraged to describe in detail what their future without their problem would look like by use of themiracle question (De Shazer & Dolan, 2007).De Shazer & Molnar (1984) advise that is important to be mindful that clients may conceptualise they have to do something which they whole step is expected of them by the therapist, even though this may not necessarily be right for them. As such, I intent that asking about the clients preferred future can be a high guess strategy for unsafe clients as it may initiate a negative response and put out ascertainings of hopelessness. There are many similarities of the underlying assumptions of SF BT and other psychotherapies.For example, the goals for therapy are elect by the client (OConnell, 2005). In addition to this, all psychotherapy assumes that the client has the resources they need to implement change (Macdonald, 2007, p. 7). However, the main struggles between SFBT and other psychotherapies are that a detailed history is not needed, the perceived problem is not analysed, the pass aroundling process begins within the branch session of therapy and that SFBT does not believe a psyches perception is maladjusted or in need of change (OConnell, 2005).It is evident that SFBT draws upon numerous remedial approaches. I believe SFBT shared a number of theoretical principals with person-centred therapy. Rogers (1951) hypothesised that humans have an intrinsic ability to self-actualise, which can be seen explicitly in SFBT in unwraping the clients strengths and resources (Saunders 1998). In terms of person-centred counselling, the way SFBT highlights these factors is dire ctly facilitating the self- actualization of the client. Furthermore, both theories tackle an eclectic approach to the clients situation.For example, the importance of the whole person in person-centred counselling is associated with the interest in the whole context of a persons life in SFBT (Iveson, 2002). Hales (1999) describes how person-centred therapy believes that the client is in delay of the counselling process and makes judgements about their decisions and experiences this is seen much more overtly in SFBT as the clients are asked directly their goals for therapy and how they would know that therapy had been worthwhile.Both approaches provide client-orientated counselling which aims to labor self esteem and coping strategies for the client (Hales, 1999). By employing the underlying principals of SFBT into future training, my practice will remain aligned with the cristal Essential divided Capabilities (Department of Health, 2004). In especial(a), SFBT focuses on worki ng in partnership, identifying peoples needs and strengths, providing attend to user care and promoting safety and positive risk taking (Department of Health, 2004, p.4).In a literature review, Ferraz & Wellman (2008) emphasise that it is possible to make up these essential capabilities into SFBT techniques in current practice. They suggest that SFBT is oddly appropriate when faculty have relatively brief contact with clients. SFBT is congruent with these essential capabilities, modify nurses to develop amend therapeutic births with clients, improved communication skills, and a goal orientated approach to reco actually (De Shazer & Dolan, 2007).Whilst there is limit investigate surrounding SFBT in comparison to other psychotherapies, the evidence base has genuine in recent years (Gingerich & Eisengart, 2000). However, much of the initial search was conducted by the pioneers of SFBT, e. g. De Shazer & Molnar (1984) and Kiser (1988), and is therefore likely to b e in save of SFBT. In terms of winner rate, Kiser (1988) and Kiser & Nunnally (1990) conducted six month take place up studies which showed an 80% mastery rate of clients who had received SFBT.However, these studies can be criticised as only 14.7% clients reported considerable improvements beyond meeting their treatment goals. Much enquiry into the effectiveness of SFBT concludes a success rate which is reason by a combination of clients who achieved their goals and clients who make significant improvements. Further to this, Macdonald (1994 1997) argued success rates of 64% at a three year riposte the goods up. Moreover, DeJong & Berg (1998) report that SFBT achieves 70% or more success rates for multitude of social and mental health issues, including depression, suicidal ideation, relationship difficulties, domestic violence, and self-esteem.As such, the underlying principals of SFBT can be applied to the Seven period Crisis Intervention Model (R-SSCIM Roberts, 1991). For example, stage 3 of Roberts model (1991) help clients to identify their strengths, resources and past coping skills. This can be achieved through the use of excommunication and coping questions (OConnell, 2005). De Shazer & Dolan (2007) expand on this by advising that identifying strengths and resources can help build rapport and trust with the client as the focus is shifted away from short-comings and towards complimenting the client.During Stages 4 & 5, feelings and emotions are explored, and alternatives are generated and explored (Roberts, 1991). SFBT lend oneselfs these stages by acknowledge clients current experiences and aiding them to create an action plan. The client I chose to utilise SFBT techniques with had an extensive mental health history. He has been known to community service for the past 5 years, and has a diagnosis of major depression. He had been referred to CRHT spare-time activity deterioration in mood and was expressing suicidal ideation. The clien t had consented to me using SFBT techniques during a home treatment visit.I utilised several assessment cats-paws of SFBT including pre-session changes, goal setting, ejection pursuance and coping questions, miracle question, scale question, and task setting. I have chosen to beam on the use of scaling questions and exception seeking questions. OConnell (2005, p. 35) stipulates that scaling is a technique whereby the therapist asks the client to rate on a dental plate of zero to ten, where zero is the worst they have matt-up recently and ten is the best they have felt recently, for a particular issue.OConnell (2005, p. 35) goes on to state that scaling can be used to set treatment goals, measure progress, establish priorities, rate the clients motivation, and discover the clients confidence in resolving their issues. I have chosen to reflect on scaling techniques as I felt assured and find my personal strengths but also identified some areas for development. I first int roduced scaling with my client when asking about pre-session changes.I explained the scale to him and asked where he would place himselftoday and if this was any different from when he had contacted CRHT. I reassured the client by complimenting him for contacting CRHT regarding his mental health. The second time I used scaling questions was maintaining the miracle question. This was to assess whether the client had shown any sessional changes from the score he reported earlier. Finally, I used scaling when amplifying homework tasks. This was to assess whether the client was incite and confident in achieving these tasks, and whether these tasks would improve the clients depressive symptoms.Throughout the home visit, I felt extremely nervous, tense and pressurised because I was also being assessed by my mentor as part of the Direct Observation of a care for Activity. I was also aware that the client was at crisis point and was roughly volatile in mental state. This made me feel in experienced and very aware that I had limited training in SFBT. Initially, I felt apprehensive at making a mistake or asking the wrong question, and this was clear to the client when I had perplexed the explanation of the scale.Upon reflection, my emotions affected my performance throughout the intervention for example, as I became more relaxed I gave a more apparent explanation of the scale for confidence in completing homework tasks. My strengths were that I was able to obtain a service line of the clients military rating of their mood, affirm sessional changes to mood, and attain a rating of the clients motivation and confidence in achieving set tasks. I felt the client responded well to the scaling questions as it did not come to him explaining in depth his feelings, but rather focused on how to part his current crisis state (De Shazer & Dolan, 2007).However, I feel my weaknesses lie in the timing of the scaling questions. For example, I introduced the scale near to the st art of the home visit and then a further two times during the visit. As a result I felt I had to explain the scale each time I used it. I feel this made the intervention slightly disordered and therefore illogical to the client.The use of scaling questions following the miracle question was partially inappropriate as the client declared that he had just answered questions regarding his preferred future (i. e.where the client would like to be on the scale) when amplifying the miracle question. In hindsight, I feel that these questions were somewhat unnecessary. In origin to this, De Shazer & Dolan (2007) stipulate in their G. E. M. S approach that scaling questions should follow the miracle question due to its effectiveness in obtaining measures of where clients would rate themselves today, and their preferred future. Furthermore, OConnell (2005, p. 52) describes the importance of scaling questions with regard to communication with a client.He advises that it gives the opportunit y for the client to express how they are feeling and eliminates the therapist making assumptions. He argues that scaling provides a comprehensive interpretation of the clients feelings on a particular issue, with limited scope for individual interpretation. However, there is much research (Chant, Jenkinson, Randle & Russell, 2002 Sumner, 2001) to suggest that communication and interpretation of a clients feelings is eclectically gained through the practitioners emotions, personal development, perception of others, and the circumstances of the interaction.I feel this is particularly relevant to my performance since my communication was adversely affected ab initio due to my anxieties and the circumstances of being assessed. This therapeutic intervention provided me with first hand experience of these barriers to communication (Sumner, 2001) and as such I am aware of how my communication is affected by anxiety which in turn impact on the scaling technique I was using. This issue could be immovable through the use of further reflections and SFBT with other clients.I feel that utilising SFBT techniques in my future practice will improve my confidence and my ability to concisely deliver explanations of scaling questions as I will no longer feel like a learned person. I have also chosen to reflect on the use of exception questions with the client as I feel that I need to expand my current knowledge base of how to contract out these questions effectively in order to develop my skills in SFBT. Macdonald (2007, p. 15) advises that exception seeking questions are particularly useful when clients are feeling hopeless.I feel this was very relevant to my client as he was somewhat large-minded to change initially. However, through the use of these questions my client identified small exceptions where he was able to control improve his low mood, which in turn improved his motivation and confidence in setting small tasks. In this instance, I used exception questions with the intention of demonstrating to the client that his low mood was not occurring all of the time. However, my client was vague and negative in his response. I intend to demonstrate previous enjoyment to the client by focusing on spending time with his family.I felt very inexperienced and incompetent when using this technique as I struggled initially to achieve my intentions. As a result, I felt very aware that I was being assessed by my mentor, which added to my anxieties. I felt frustrated that my client was unable to identify any positive aspects in his life, but began to relax when he described the pleasure he gains from spending time with his children. I felt positive and confident when my client became facially bright and was laughing when telling personal anecdotes.De Shazer & Dolan (2007) highlight the difference between previous solutions and exceptions, with exceptions being times when the problem could have occurred but did not. In hindsight, I feel I was trencha nt for previous solutions rather than exceptions. Furthermore, they go to theorise that the role of the therapist to cognise opportunity for exceptions during the session rather than actively seek out opportunities to utilise this technique. Therefore, as a skilled therapist I should be seeking opportunities to amplify exceptions rather than explicitly questioning the client in this way.Due to my limited training in SFBT I felt like a novice and did not utilise the true nature of exception seeking questions. sideline this reflection I am now more aware of the difference between previous solutions and exceptions that De Shazer & Dolan (2007) hypothesised, and how they can both influence the therapeutic intervention. As I gain experience and further develop my knowledge base of SFBT, I feel that I will be able to use exception questions when required rather than expectantly.In my future practice as a registered mental health nurse, I plan to utilise SFBT techniques with service u sers, particularly those experiencing relapse, as the use of these tools can provide immediate improvements and allows for a future focused approach rather than problem orientated. I must remain mindful of the barriers that exist in communication (Kiser, Piercy & Lipchink, 1993) and concord this when delivering SFBT techniques. However, De Shazer & Dolan (2007) theorise that scaling is a very effective tool for the client to verbalise their emotions.Therefore, this could be used in my future practice, particularly when building a therapeutic relationship with clients. In terms of current practice, I have effectively demonstrated the scaling technique within cognitive behavioural therapy however, I am aware that these two therapies use the scale in different ways. To conclude, this assignment has allowed me to develop my knowledge of the key principals of SFBT, the practical applications, and the limitations of my inexperience when utilising SFBT assessment tools.I believe SFB T shares many fundamental assumptions with person centred therapy. The underpinning principals are apt for contemporary nursing, particularly as it fits wells with the Ten Essential Shared Capabilities (DoH, 2004). There are some limitations to this approach, such as lack of extensive research (Gingerich & Eisengart, 2000). However, I feel that this approach is appropriate to use with clients who are experiencing mental health difficulties.